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dc.contributor.authorHUTCHINS, LAURENCE PAUL
dc.identifier.citationSource: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 1050.
dc.description.abstractThis study examined the effectiveness of teaching homogeneously grouped gifted children in two settings, a self-contained Multiple Learning Center (MLC) and a Mainstreamed (MS) group, in an attempt to determine gains in achievement, creativity, and self-concept. The experimental group consisted of gifted children with WISC-R Full Scale scores of 140 or more. The comparison group containing gifted students scoring less than 140 were taught in regularly assigned classes. Students whose IQ exceeded 140 were assigned to the MLC. All students were pretested on achievement, creativity, and self-concept prior to assignment to either group. Teachers rated students on scholastic motivation, extraversion, harmony, and emotional stability. Trained observers collected data on teacher-child interaction. At years end, students in both groups were reassessed on achievement, creativity, and self-concept. There were no significant differences between the MLC or MS groups at the fourth, fifth or sixth grades. There were significant differences in achievement gain at the third grade. The MS group demonstrated significantly greater gains than the MLC third grade students. Neither group exhibited significant gains in creativity. A significant interaction existed on self-concept measures suggesting that the trend in the scores indicated improved self-concept for the MLC. The MS group exhibited a reverse trend. The conclusions suggested the MS group promoted more significant achievement gains but neither group was effective in development of creativity. The MLC results indicated a potential existed for the enhancement of self-concept. Implications for future research were discussed.;This study also compared two types of methods used to identify the gifted. The single criterion method was compared to a hypothetical multi-dimensional model. Student's test performance from all subtests of the WISC-R, Creativity tests, and Self-Concept test were assigned weights. Performance was ranked by computer to develop a student list indicating the least to most proficient on all measures. The highest ranked 27 students were compared to those remaining to determine which method selected the highest scoring students on the CTBS. Results indicated the single criterion selection method could differentiate more effectively than the multidimensional model. Continued research on the multivariate selection method was discussed.
dc.publisherProQuest Dissertations & Theses
dc.subjectEducational psychology.

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